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Aqsa Tariq Thesis Defence

This study investigates the relationships between motivation, self-efficacy, and academic stress among 200 university students in Pakistan, revealing a moderate correlation between motivation and self-efficacy but weak links to academic stress. The findings challenge existing theories, indicating that other factors may significantly influence academic outcomes, and highlight the need for context-specific interventions. No significant gender differences were found in motivation, self-efficacy, or academic stress, suggesting a uniform experience among the participants.
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0% found this document useful (0 votes)
1 views29 pages

Aqsa Tariq Thesis Defence

This study investigates the relationships between motivation, self-efficacy, and academic stress among 200 university students in Pakistan, revealing a moderate correlation between motivation and self-efficacy but weak links to academic stress. The findings challenge existing theories, indicating that other factors may significantly influence academic outcomes, and highlight the need for context-specific interventions. No significant gender differences were found in motivation, self-efficacy, or academic stress, suggesting a uniform experience among the participants.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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The Relationship between

Motivation, Self-Efficacy, and


Academic Stress among
University Students

Aqsa Tariq
Reg. # F21A14U62008
Supervised by
Aqsa Zaheer Toor
Bachelor
Introduction

Overview
• This study explores how motivation, self-efficacy, and academic stress
interact among university students in Pakistan.
• The research uses a quantitative correlational design, focusing on direct
relationships rather than mediation.
• It aims to help educators identify ways to strengthen students’ psychological
resources for coping with academic stress and improving well-being.
Introduction

Background: Definition of Variables


• Motivation
Motivation is the internal drive that initiates and sustains goal-directed activities. It
includes intrinsic factors like self-fulfillment and extrinsic factors such as rewards. In
education, motivation is essential for engagement and achievement, helping students
persist through challenges and regulate their learning, ultimately shaping academic success
and personal growth1.
• Self-Efficacy
Self-efficacy refers to a person’s belief in their ability to successfully perform tasks and
achieve goals. Introduced by Bandura, it is domain-specific and influences how students
approach challenges, set goals, and persist. High self-efficacy is linked to greater
motivation, resilience, and better academic performance, while low self-efficacy can hinder
achievement1.
Introduction

Background: Definition of Variables


• Academic Stress
Academic stress is the psychological pressure students feel from
academic demands, like exams and deadlines.
• It arises when students perceive these demands as exceeding their
coping abilities.
• Academic stress can lead to anxiety, reduced well-being, and
impaired performance, highlighting the importance of
understanding and managing stress in educational settings.
Introduction

Rationale
• University students in Pakistan face high expectations and
competitive environments, impacting their psychological well-
being.
• Motivation and self-efficacy are crucial for resilience, but chronic
academic stress can undermine these strengths.
• This study addresses the need to understand how these factors
interact, aiming to inform interventions that enhance student
success and mental health1.
Introduction

Questions
• What is the relationship between motivation, self-efficacy, and
academic stress among university students?
• Does motivation predict academic stress among university
students?
• Are there significant differences in motivation, self-efficacy, and
academic performance by gender among university students?1
Introduction

Objectives
• To examine the relationship between motivation, self-efficacy,
and academic stress among university students.
• To determine how much motivation predicts academic stress.
• To identify significant gender differences in motivation, self-
efficacy, and academic performance among university students1.
Introduction

Hypothesis
• There will be a positive relationship between motivation, self-
efficacy, and academic stress among university students.
• Motivation will significantly predict academic stress among
university students.
• There will be significant gender differences in motivation, self-
efficacy, and academic stress among university students.
Literature review

Motivation
Motivation is a vital psychological force that drives students to pursue academic goals, shaped by both
intrinsic desires and extrinsic rewards. In Pakistan, motivation is influenced by socioeconomic status,
gender, and institutional factors. While intrinsic motivation fosters engagement and achievement, external
barriers and cultural norms can hinder students’ sustained academic motivation (Ramzan et al., 2023;
Javaid et al., 2023; Akhtar et al., 2022).
Self-Efficacy
Self-efficacy is an individual’s belief in their ability to accomplish academic tasks and overcome
challenges. Rooted in Bandura’s social cognitive theory, it predicts persistence, resilience, and effective
learning strategies. Pakistani research shows that high self-efficacy correlates with better academic
outcomes, while low self-efficacy is linked to procrastination and academic stress (Ashraf et al., 2023;
Siddique et al., 2023; Akram & Ghazanfar, 2014).
Literature review

Academic Stress
Academic stress arises when students perceive academic demands as exceeding their coping resources. It
manifests as anxiety, worry, and impaired performance, and is prevalent in Pakistan due to high expectations,
limited resources, and competitive environments. Chronic academic stress can negatively affect mental health,
motivation, and academic achievement, requiring targeted support and interventions (Bedewy & Gabriel, 2015;
Deb et al., 2015; Sharma & Wavare, 2013).
Motivation and Self-Efficacy
Motivation and self-efficacy are closely intertwined, with self-efficacy enhancing goal-setting and perseverance.
Students with strong self-efficacy are more likely to be intrinsically motivated and resilient in the face of setbacks.
Social support and constructive feedback further strengthen this relationship, while low self-efficacy can lead to
procrastination and disengagement (Kausar et al., 2024; Hussain et al., 2023; Ashraf et al., 2023).
Literature review

Motivation and Academic Stress


Motivation, particularly intrinsic motivation, serves as a protective factor against academic stress
by promoting engagement and adaptive coping. However, extrinsic motivation alone may not
sustain long-term achievement and can leave students vulnerable to stress. Effective teaching
strategies and supportive environments are essential to nurture motivation and mitigate academic
stress (Richardson et al., 2012; Deci & Ryan, 2000; Walker et al., 2024).
Motivation, Self-Efficacy, and Academic Stress
Motivation and self-efficacy interact dynamically to shape students’ academic experiences and
stress levels. High self-efficacy fosters intrinsic motivation and buffers against stress, while
academic stress can undermine both motivation and self-efficacy. Interventions that enhance self-
efficacy and promote intrinsic motivation are crucial for improving academic resilience and well-
being among university students (Schunk, 1991; Fard et al., 2020; Trigueros et al., 2020).
Methodology

Research Design
A correlational research design was adopted to investigate the relationships among motivation, self-efficacy, and
academic stress in university students. No variables were manipulated, allowing for a naturalistic assessment of how
these psychological factors are associated within the student population. This design supports the identification of
predictive relationships without inferring causality.

Sampling Technique
Convenience sampling was used to recruit participants from universities in Faisalabad. Students who were easily
accessible and willing to participate were included, facilitating efficient data collection. While this approach enabled
timely recruitment, it introduces sampling bias and limits the generalizability of findings beyond the sampled
population.

Population, Sample, and Sample Size


The target population consisted of university students enrolled in undergraduate programs in Faisalabad. The final
sample included 200 participants, determined by G*Power analysis to ensure adequate statistical power (medium effect
size, α = .05, power = .95). This sample size was selected to provide robust correlational and regression analyses.
Methodology

Instruments / Psychometric Properties


Methodology

Inclusion / Exclusion Criteria


Inclusion criteria:
• Students aged 18–30
• Enrolled in undergraduate programs in Faisalabad
• Able to understand and complete the questionnaires
• Provided informed consent
Exclusion criteria:
• Outside the specified age range
• Inability to comprehend survey language
• Enrollment in institutions outside Faisalabad1
Ethical Considerations
Ethical approval was obtained from the university’s research ethics committee. Permissions were secured from
college administrations. Participants received information about the study, provided written consent, and were
assured of confidentiality and anonymity. Participation was voluntary, and students could withdraw at any time
without penalty.
Methodology

Procedure
Following departmental approval, researchers coordinated with college administrators for
data collection. Participants first completed a demographic sheet, then the three main
questionnaires (GMS, GSE, ASS). The investigator was present to clarify any queries. Upon
completion, participants and staff were thanked for their cooperation and support.
Statistical Analysis
Data were analyzed using SPSS-23. Descriptive statistics summarized demographic and scale
data. Cronbach’s alpha assessed scale reliability. Pearson correlation coefficients examined
relationships among variables. Independent-samples t-tests compared gender differences.
Hierarchical regression analysis tested the predictive role of motivation on academic stress.
Results

The sample included 200 university


students, nearly equal numbers of
males and females, all undergraduates.
Most belonged to nuclear families and
middle-class backgrounds, with
almost all being single. This shows the
study mainly reflects the experiences
of young, unmarried, middle-class
undergraduates from Faisalabad,
which may limit broader
generalizability.
Results

Students’ motivation, self-efficacy, and


academic stress scores varied widely. On
average, students reported moderate to high
motivation and self-efficacy, but also moderate
academic stress. The wide range of scores
suggests individual differences are significant,
highlighting the need for support tailored to
each student’s unique strengths and challenges.
Results

All three scales—motivation, self-efficacy, and


academic stress—showed high reliability,
meaning they consistently measured what they
were supposed to. This gives confidence that
the study’s findings about students’ motivation,
self-belief, and stress are dependable and can
be trusted for drawing conclusions and making
recommendations.
Results

Motivation and self-efficacy were


moderately related, meaning
motivated students tended to feel
more capable. However, neither
motivation nor self-efficacy was
strongly linked to academic stress.
This suggests that other factors
might play a bigger role in student
stress, and boosting motivation
alone may not reduce stress.
Results

Motivation’s subscales were all strongly


related to each other, showing motivation
is multi-faceted. Only the
“accomplishment” part of intrinsic
motivation was moderately linked to better
academic performance. Amotivation
related weakly to lower stress. Self-
efficacy related more to motivation than to
stress, suggesting its main role is boosting
confidence.
Results

Motivation explained just 1% of the


differences in academic stress, and this
was not statistically significant. This
means students’ overall motivation
levels did not meaningfully predict how
stressed they felt. Other factors—like
study habits or environment—may be
more important for understanding and
reducing academic stress.
Results

There were no significant differences


between male and female students in
motivation, self-efficacy, or academic
stress. Both genders scored similarly
on all measures. This suggests that, in
this sample, gender does not play a
major role in shaping students’
motivation, confidence, or stress
levels at university1.
Discussion

Significant positive correlations were observed: motivation was moderately linked


with self-efficacy, but both motivation and self-efficacy showed weak, non-significant
associations with academic stress. This partially supports prior research indicating that
motivation and self-efficacy are interrelated and central to academic adjustment, but
challenges the expectation that they strongly buffer stress in university students.
Regression analysis revealed that motivation did not significantly predict academic
stress, explaining only a minimal portion of variance. This finding contrasts with
much of the literature, which typically reports that motivation is a robust predictor of
academic outcomes and stress resilience. The result suggests that additional factors,
such as study habits or institutional context, may play a more prominent role in
students’ stress experiences.
Discussion

No significant gender differences were found in motivation, self-efficacy, or academic


stress. Both male and female students reported similar levels on all psychological
measures. This outcome diverges from some international and local studies that
document gender-based differences, possibly reflecting a homogenizing effect of
university environments or cultural shifts in Pakistani higher education.
Further, the analysis of motivation subscales showed that only intrinsic motivation for
accomplishment was significantly associated with academic performance, while
amotivation was weakly related to lower stress. This highlights the unique importance
of achievement-oriented motivation for student success, consistent with self-
determination theory emphasizing the quality of motivation over quantity.
Discussion

Overall, the findings indicate that while motivation and self-efficacy are
positively related, their direct impact on academic stress is limited in this
sample. The results underscore the need for more nuanced research into
other determinants of academic stress and suggest that interventions
should focus on enhancing specific forms of motivation and self-efficacy,
as well as broader contextual supports, to promote student well-being and
academic achievement.
Summary, finding, conclusion, implications, limitations, and recommendations

Summary
This study explored how motivation, self-efficacy, and academic stress interact
among 200 Pakistani university students using validated scales. Adopting a
correlational design, the research focused on direct relationships and gender
differences. The results challenge some established theories, highlighting the
complexity of academic stress and the need for context-specific interventions1.
Findings
A significant positive correlation was found between motivation and self-
efficacy, indicating that more motivated students tend to have greater confidence
in their abilities. However, motivation and self-efficacy were only weakly and
non-significantly linked to academic stress. No significant gender differences
were observed in motivation, self-efficacy, or academic stress among
participants1.
Summary, finding, conclusion, implications, limitations, and recommendations

Conclusion
Motivation and self-efficacy are interconnected psychological resources for students,
but neither strongly predicts academic stress or performance in this context. The
results challenge established theories and meta-analyses, suggesting that other
factors—such as cognitive skills, learning strategies, and institutional context—may
play a more decisive role in academic outcomes12.
Implication
These findings highlight the need for universities to consider broader influences
beyond motivation and self-efficacy when addressing academic stress and
performance. Interventions should target not just psychological factors but also
practical skills, support systems, and the learning environment to more effectively
enhance student well-being and achievement234.
Summary, finding, conclusion, implications, limitations, and recommendations

Limitation
The cross-sectional design prevents causal conclusions. Convenience sampling from
Faisalabad colleges limits generalizability. The sample lacked diversity, being mostly
middle-class undergraduates. All measures were self-reported, raising bias concerns. The
study did not control for confounding variables like cognitive ability, study habits, or prior
academic achievement, which may affect results1.
Recommendation
Future research should use longitudinal designs and domain-specific measures to clarify
causal relationships. Universities should implement targeted programs to strengthen self-
efficacy and intrinsic motivation, while also addressing contextual and skill-based factors.
Culturally responsive teaching and early-warning systems can help identify and support
students at risk for academic stress12.
Thank You

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